특수교육대상자 치료지원에 대한 부모 인식 연구

Abstract

This study is purposed to examine the current institution, system, and constitution on therapeutic support by the Ministry of Education, Science and Technology and rehabilitation service for children with disabilities supported by the Ministry of Health and Welfare. Then, this study is intended to investigate parents' perception about it, whether therapeutic support is provided for individual child's individual needs and desires, and its problems through an in-depth interview. In order to achieve this purpose, parents' perception levels on therapeutic support and improvement methods are established by grasping essential problems through literature review on previous researches and organizing interview questionnaires. The subjects of this study were parents who resided in Gwangju, had children receiving therapeutic support, and gave their consents to an interview through direct visit to each institution-hospital, private and nonprofit groups, welfare therapy center, etc.-or by telephone and finally 20 qualified subjects were selected. The subjects of this study were 195 parents who resided in Gwangju and had children with disabilities receiving therapeutic support. This study is conducted to examine the perception of therapeutic support in parents of students with special education needs. Finally the following conclusion was drawn. First, as regards the system and policy structure of therapeutic support, parents' perception related to the understanding of therapeutic support was to have more meaning in the reduction of economic burden by economic support. There was an opinion that parents of children with disabilities, a state, and related groups all should become the subjects of therapeutic support policy to establish a rational policy. On the other hand, most parents did not know about individualized education plan. Although some parents knew about that, they responded negatively to executive parts. For the cooperation and need of an individualized support team, the understanding level of organizing an individualized education support team was slightly low. Second, as regards the executive process, methods, and contents of therapeutic support, for satisfaction at the procedure of therapeutic support, most parents obtained information from other parents rather than asked administrative organs. For satisfaction at educational expenses support, many parents expected more support and a realistic level of self-burden which was expended with therapeutic support. For provision institutes, rehabilitation service for children with disabilities by the Ministry of Health and Welfare could be received only in two selected places in each district and it was narrow to select institutes. For satisfaction at the time and frequency of operating therapeutic support, many parents were satisfied at 40-minute class, but felt that frequency was not enough. For satisfaction at the quality and diversification of therapeutic support program, many parents hoped ongoing educational support in the field beyond the therapeutic area. Many parents considered that therapist's professionalism and quality was important and mentioned the importance of correction understanding of children with disabilities and their suitable education intervention. Satisfaction at the contents of therapeutic support program was high. Satisfaction at a program place was average, satisfaction at provision institutes and operation time was average, and satisfaction at program quality was high. Third, as regards problems and improvement methods for therapeutic support, it was difficult for parents to take a class in the place appointed only by each district. Many parents said that it was difficult to receive a proper help by administrative organs. In other words, organs providing therapeutic support should be expanded. Also, most parents pointed out the diversification of provision frequency and therapeutic support, the reduction of their self-burden, and the lack of publicity by administrative organs. Finally, as regards perception satisfaction levels associated with therapeutic support factors, males had higher perception than females, subjects with high school certificate had higher perception than those with college education, and therapeutic support on children under 10 was higher than that those over 10. For extra expenses on therapeutic support, less than 100,000 won was the highest. For the contents of therapeutic support programs, subjects in their thirties had higher perception than those in their forties and subjects with high school certificate had high perception. For extra expenses, less than 100,000 won was perceived positive. For the correlation among perception, satisfaction, and contents of therapeutic support, high satisfaction was associated with high perception and high knowledge on therapeutic support program was associated with high satisfaction. For the results of perception on therapeutic support, most parents' understanding of the objectives and subjects of therapeutic support was high, their perception on executive methods and budget and application ways was average, most of them responded yes to the selection of provision institute, and their perception on therapeutic area was average. For the contents of therapeutic support programs, service preparation, initial assessment, plan, process, and assessment showed relatively high perception, suggesting good assessment for the contents of therapeutic support. For the executive process and contents of therapeutic support, parents' perception on rational and proper establishment of government's therapeutic support was average and most parents felt policy related to therapeutic support was not enough. The direction of developing therapeutic support was the highest in children's rehabilitation and the organization of opinions on therapeutic support was the highest in parents. The frequency of therapeutic support was the commonest in three times per week, the highest problem related with therapists was found in their professionalism, the commonest content organization of therapeutic support was found in language therapy, and the activation of therapeutic support asked government's expansion of financial support. The standard of selecting a therapeutic support institute was high in therapist's qualification or major. For improvement methods of therapeutic support, the highest problem was found in economic burden of therapeutic expenses, followed by the lack of diverse therapeutic programs. The first improvement method was pointed out in complicated procedures and the lack of administrative guidelines, and the secondary one was the narrow width of selecting service programs.